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El. knyga: Curriculum-Based Assessment for Instructional Design: Using Data to Individualize Instruction

3.33/5 (5 ratings by Goodreads)
(University of MissouriColumbia, United States),
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"Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. Including reproducible forms, the print book has a large-size format and lay-flat binding to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series"--

"In Curriculum-based Assessment for Instructional Design, Burns and Parker described a number of "authentic" (research-based) strategies and tools for assessing the student's prior knowledge, existing skill-level, and preferred mode of learning in order to maximize the instructional process. Indeed, in this book, Burns and Parker have developed a natural and practical extension of a conceptual format that was originally called, simply, curriculum-based assessment. The book provides much-needed clarification of the several terms that have been used over the past three decades, and it provides hands-on application of the instructional principles involved"--

This guide to curriculum-based assessment for instructional design describes how to determine a student's instructional level and individualize instruction by developing tasks that are neither too hard nor too easy. It focuses on K-8 students who are struggling in reading, math, or writing and describes the concept of the instructional level and how it fits within instruction and intervention; the use of curriculum-based assessment for instructional design as compared to other assessment approaches, such as informal reading inventories; administration procedures for contextual reading, reading skills, math procedures and concepts, and writing; its use by teachers, special education teachers, and interventionists; and examples of its use in groups and with individual students. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. Including reproducible forms, the print book has a large-size format and lay-flat binding to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series.

Recenzijos

"The book convincingly demonstrates the benefits of using CBA-ID for assessing and monitoring students' academic performance. The contents are well organized across reading, math, and writing skill areas. In each chapter, the authors insightfully bridge theory and practice to guide educators in making data-based decisions about instruction. This is a valuable resource for practitioners who wish to work effectively and efficiently in multi-tiered systems. I plan to use it as a required text in my Linking Academic Assessment to Intervention course."--Laurice Marie Joseph, PhD, School Psychology Program, The Ohio State University

"Burns and Parker explain step by step how school psychologists, instructional coaches and consultants, and teachers can observe student responding during instruction and make instructional changes to enhance learning. This is an ideal text for school psychologists and special educators in training. Each chapter explains the research evidence and the expected effects of particular strategies and provides easy-to-follow case examples to demystify instructional improvements. If you are serious about promoting your students' learning, you will love this book."--Amanda M. VanDerHeyden, PhD, Education Research and Consulting,Fairhope, Alabama

"CBA-ID is an authentic assessment tool that can go a long way in promoting instructional success for teachers and academic success for students. Burns and Parker provide a comprehensive overview of the history and research behind CBA-ID, distinguish it from other assessment approaches, and demonstrate its relevance in contemporary schools. The book spells out how to use CBA-ID to assess students instructional levels in reading, math, and writing, as well as how to link CBA-ID data to well-matched, research-based interventions. The reproducible (and downloadable) forms will be extremely useful for school-based practitioners and graduate students alike."--Daniel Newman, PhD, School Psychology Program, National Louis University

"Finally, a comprehensive, user-friendly guide to CBA-ID. Burns and Parker have created a resource that honors the practice of the legendary founders of CBA, extends the work forward with practical guides, and keeps an eye on the validity and reliability of the methods used. This is a 'must-have' resource for the toolbox of school psychologists and educators interested in assessment for instruction. It will be invaluable for the professional learning efforts I lead as a consultant in our Intermediate School District."--Lara Lynne MacQuarrie, PhD, school psychologist, Oakland Schools (Michigan) -

1 Curriculum-Based Assessment for Instructional Design: Using Data to Drive Instruction and Intervention
1(8)
Curriculum-Based Assessment for Instructional Design
2(5)
The Use of CBA-ID in Practice
3(1)
CBA-ID and Instructional Assessment
4(3)
CBA-ID and Response to Intervention
7(1)
The Book
7(2)
2 The Instructional Level
9(22)
Frustration Because the Task Is Too Difficult
10(13)
Reading for Comprehension
10(3)
Drill Tasks
13(3)
Expectancy and Interest
16(7)
Frustration from Being Taught Too Much
23(4)
Multidimensional Instructional Level
25(2)
The Instructional Level and the Learning Process
27(2)
Conclusion
29(2)
3 CBA-ID as an Assessment Tool
31(16)
CBA-ID as a Core Component of Formative Evaluation
32(2)
Planning Instruction
32(1)
Managing Instruction
33(1)
Delivering Instruction
33(1)
Type of Assessment
34(1)
General Outcome Measures
34(1)
Subskill Mastery Measures
34(1)
Reliability and Validity of CBA-ID
35(4)
Reliability
36(1)
Validity
37(2)
CBA-ID Compared with Other Assessments
39(4)
Informal Reading Inventories
39(3)
Curriculum-Based Measurement
42(1)
Conclusion
43(1)
Assessment Procedures
43(3)
Assessing the Instructional Level
44(1)
Assessing the AR
44(2)
Conclusion
46(1)
4 CBA-ID for Reading
47(9)
Reading Research
47(4)
Reading Fluency and Comprehension
48(1)
Decoding and Reading
49(1)
Reading Interventions
50(1)
CBA-ID Procedures
51(4)
Contextual Reading
51(1)
Survey-Level Assessments
52(1)
Word Search
53(1)
Letter Sounds
53(2)
Conclusion
55(1)
5 CBA-ID for Math
56(7)
Math Procedures
57(2)
Math Concepts
59(3)
Judging Correct Items
59(1)
Interviewing about Errors
60(2)
Conclusion
62(1)
6 CBA-ID for Early Writing
63(10)
Using the Instructional Level in Writing
64(1)
Procedures to Collect CBA-ID Data in Writing
65(3)
Targeting Interventions Using CBA-ID Data
68(4)
Frustration Level
69(1)
Instructional Level
70(1)
Independent Level
71(1)
Conclusion
72(1)
7 CBA-ID for Instruction and Intervention
73(24)
Using CBA-ID in Tier 1 Supporting Core Instruction
75(6)
Classwide Needs
77(1)
Procedures to Identify and Remediate Classwide Problems
78(3)
Using CBA-ID in Tier 2 Targeting Small-Group Interventions
81(5)
Procedures to Determine Intervention Targets
82(4)
Using CBA-ID in Tier 3 Informing Individualized Interventions
86(10)
Incremental Rehearsal
87(2)
Reading Fluency
89(2)
Reading Comprehension
91(2)
Letter Sounds
93(1)
Math
94(1)
Writing
95(1)
Conclusion
96(1)
8 CBA-ID in Action
97(16)
Reading with a Third-Grade Student
97(1)
Math with a Fourth-Grade General Education Student
98(2)
Math Concepts with a Second-Grade Student
100(1)
Math Concepts with a Middle School Student with a Math Learning Disability
101(3)
Decoding with a Second-Grade Student
104(2)
Writing with a First-Grade Student
106(2)
Reading Classwide
108(1)
Math Schoolwide
109(4)
Glossary of Abbreviations 113(2)
Appendices 115(28)
References 143(12)
Index 155
Matthew K. Burns, PhD, is The Rose and Irving Fein Endowed Professor of Special Education at the University of Florida and Assistant Director of the University of Florida Literacy Institute. He is a past editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burnss research focuses on the use of assessment data to determine individual or small-group interventions. A coauthor of the Path to Reading Excellence in School Sites (PRESS) reading intervention program, he has published over 210 articles, book chapters, and books.

David C. Parker, PhD, is Research Director at ServeMinnesota, the state commission tasked with administering Americorps programming in Minnesota. ServeMinnesota operates Minnesota Reading Corps and Math Corps, which apply research-based practices in assessment and intervention within and beyond Minnesota schools in order to support at-risk learners. Dr. Parker has published multiple articles and chapters on instructionally relevant assessment and intervention, and has worked as a school psychologist and school psychology trainer.
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